American Literature

Curriculum > High > Clark > Language Arts
  • Syllabus
  • Sample Lesson Plan
Course Description
This is a yearlong course covering U.S. Literature from pre‐colonial times to modern day. This class is designed to not only give the students an understanding of U.S. Literature but to improve their English composition skills as well. Key figures and key works will be examined in their historical context. The impact of key figures and works on literary and social history will be examined. Writing styles and components of literature will be focused on as well. Above all, hopefully we can gain a deeper love for reading!!!!!!
Each semester will culminate in a group Ted Talk based on a set of novels (each student in the group having read a different novel). This presentation is designed for the students to generate a thesis statement while relating their selected novels to a contemporary topic in America and or the larger world community.
Course Learning & Language Objectives
Learner Objectives: All learning objectives are in line with the Minnesota State Standards and Benchmarks. Please note that these standards are available on the class Schoology Website. Following is a short synopsis of the learner objectives.
  1. 1. Students will be able to analyze literature by using the six writing traits: sentence fluency, organization, ideas and content, word choice, voice, conventions
  2. 2. Demonstrate an understanding of author’s purpose and the impact of literary works by employing the six writing traits in a written/spoken context.
  3. 3. Demonstrate an understanding and knowledge of 18th, 19th, 20th and 21st century American Literature by analyzing themes, topics and their contribution and relationship to the larger history of American literature.
  4. 4. Students will be able to compare and contrast different works of American literature by identifying themes, writing styles, word choice, author’s purpose and audience.
  5. 5. Students will be able to analyze works of literature by applying different analytical strategies such as S.O.A.P.S (Speaker, Occasion, Audience, Purpose and Subject).
  6. 6. Students will be able to read a literary work, compare it to other works both contemporary and non‐contemporary (to their chosen work) and compare and contrast using literary analysis and the six traits of writing.
  7. 7. Students will be able to identify the roots, development, and impact of themes throughout periods of American literature(history).
  8. 8. Compare and contrast author’s choice between literary works.
  9. 9. Be able to analyze and generate inferences from both primary and secondary sources/documents.
  10. 10. Identify the contributions of key figures and key literary works/movements in American Literature.
Language objectives: Students will learn how to write: short answer essays, comparative essays, position papers, and research (expository) essays. Students will also develop speaking and presentation skills through both micro and macro Ted Talk presentations. Students will also develop speaking skills through classroom debate. Homework and in class activities are designed to improve and develop reading strategies. In class activities are also dedicated to improving the listening skills of students. Overall, students will work to improve their process, organizational and application skills in the four facets of English acquisition and development (reading, listening, speaking and writing). A strong effort will be made to improve student English skills while implementing both TOEFL and SAT practice.
Resources
Classroom reading packets, assignments, course links and additional materials will be posted on the class Schoology website. Each student will have access to reading materials and texts through both their Kindle Readers and the class website.
Units, Themes and Course Organization
PLEASE NOTE: a highly detailed list of course descriptions, duration, and test dates for the first semester can be found on the class Schoology website.
There will be five units for each semester. An additional sixth unit will be a comprehensive unit (and comprehensive midterm/final exam); this unit will also act as a final Ted Talk presentation.
Learning Activities and Methods
Learning activities/methods include (but are not limited to): In class discussion, debate, organized debate, team debate, student teaching sessions, historical reenactments, documentary production, film production, cartooning, making propaganda, hands on activities (replica model reproduction), art activities, TOEFL SAT practice.
Units, Themes, and Course Organization
Reading street is based on weekly lessons which focus on a specific text. The themes of the books vary each week. Each lesson focuses on all of the following aspects to ensure that teachers can teach effective. Each week is based on a book that incorporates multiple levels of learning. The organization of Reading Street includes Science and Social studies.
Assessment
Note: There are Five Units per semester. A sixth unit acts as a Final Exam. Each Unit is worth 100 points. That is a total of 600 points per semester.
UNIT EXAMPLE:
Tests and Essay (writing exercise) = 50 points.
Three Quizzes (three per unit) = 15 points.
Roundtable Discussions/debates (three per unit) = 15 points.
Performance Project = 10 pts.
Homework and Participation = 10pts.
Unit Total = 100 pts
Final Exam and Final Presentation (Ted Talk) = 100 points

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Attendance & Late Work
Please Note: The teacher will cover these rules CLEARLY with students on the first day of class and again through the duration of the year.
Late to class without an excuse = 50% loss of any daily
activity/assignment.
Absent without an excuse = 100% loss of any daily
activity/assignment.
Late work = 50% loss if late to class or one day late, an additional 25%
is deducted for each additional day.
Behavior: you are expected to act like a young adult. This is a safe and respectful learning environment and it is the job of ANY individual who enters the class to maintain and foster that environment.
My job is to trust in my students as they trust in me. In this class, we are all expected to keep our word.
Supplies
  1. A notebook for your own notes. This is a notebook for THIS CLASS ONLY. It will be handed in to the teacher at various times.
  2. Pens, pencils, colored pencils.
  3. Regular size notebook paper (A4 or 8 1/2 by 11 inch).

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know how authors use symbolism and diction to convey author’s purpose.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify symbolism in literature and analyze symbolism and diction (word choice) for tone.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
***FIRST DAY OF CLASS***
Learning Objective:
Students will learn about class/course rules and outline.
Language Objective:
Students will learn about the general language objectives for the course
Main Activity:
general class discussion about the course. Meet and greet.
Evaluation:
N/A
Vocabulary:
N/A
Homework:
set up class Schoology student profile.
Learning Objective:
Students will analyze a short passage (for symbolism) by participating in a roundtable setting.
Language Objective:
Reading: students will identify symbolism in literature and will make inferences based on said source.
Main Activity:
As an opening assessment, students will work in groups analyzing a short paragraph; they will be looking for examples of symbolism and will be asked to make inferences in order to establish author’s purpose.
Evaluation:
This is a peer evaluated round table (graded on participation) and is a current assessment (for the teacher) of student understanding.
Vocabulary:
symbolism
Homework:
Reading passage posted on schoology from the Declaration of Ind. Read and study key vocabulary (Diction).
Learning Objective:
Students will analyze a short passage (Tone/Diction) by participating in a roundtable setting.
Language Objective:
Reading: students will identify tone (diction) in literature and will make inferences based on said source.
Main Activity:
As an opening assessment, students will work in groups analyzing a short paragraph; they will be looking for examples of tone/diction and will be asked to make inferences in order to establish author’s purpose.
Evaluation:
This is a peer evaluated round table (graded on participation) and is a current assessment (for the teacher) of student understanding.
Vocabulary:
Tone/Diction
Homework:
Begin reading “The Old Man and The Sea” prepare for quiz.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate an understanding of both symbolism and vocabulary in content(diction) via a written quiz.
Language Objective:
reading: students will be able to identify examples of symbolism and comment on diction via a reading quiz.
Main Activity:
Students will be taking a reading quiz
Evaluation:
The quiz will act as an assessment.
Vocabulary:
symbolism, diction/tone
Homework:
Study the SIFT method posted to the schoology website.
Materials / Resources (including technology)
 
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how early American Literature, and the written word, expressed/reflects the cultural history of the United States at that time. (Colonization – Post Revolution).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the SIFT method to analyze Early American Literature (including primary documents) and an American novel (old man and the sea).
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Students will be able to identify symbolism in a novel.
Language Objective:
Reading & speaking: Students will be able to locate examples of symbolism in a written text and make inferences based on said symbols.
Main Activity:
In groups, students will analyze a section of Ernest Hemingway’s “The Old Man And The Sea” for symbolism. The students will then present their findings to other groups; the other groups will provide feedback and reflection. All of this will be preceded by a short lecture on symbolism.
Evaluation:
Students will peer review; the instructor will provide immediate feedback to check for current understanding.
Vocabulary:
symbolism, infer
Homework:
View the SIFT power point posted to the schoology website.
Learning Objective:
Students will be able to read and identify imagery in a selected section from a novel.
Language Objective:
Students will be able to read and locate examples of imagery.
Main Activity:
Students will be guided through an interactive lecture to teach imagery; they will be prompted to do individual analysis on their own. The teacher will provide feedback giving the student a chance to check for their own understanding.
Evaluation:
This is a self reflective exercise. Students will analyze when prompted to do so, then the instructor will provide answers…students will self check for understanding, asking questions if necessary.
Vocabulary:
Symbolism, Imagery, Senses
Homework:
Prepare for Round Table discussion; students will need to access the roundtable preparation materials on the class schoology website.
Learning Objective:
Students will be able to analyze selections of a novel, applying the SIFT method (only the first three components will be used however: Symbolism, Imagery, and Figurative language).
Language Objective:
Students will be able to read and analyze and provide verbal feedback to a reading passage while providing verbal argument (a rational). Analytical reading and persuasive speaking.
Main Activity:
In round table open format, students will analyze selected sections of a novel; they will be using SIF of the SIFT method. Students will have to provide an argument (rational) for their analysis.
Evaluation:
This is a graded activity and is based on participation.
Vocabulary:
Symbolism, Imagery, Figurative Language, Figurative Devices, Metaphor, Simile
Homework:
Read/study the primary documents of American Literature assignment posted to the class website. Prepare for in class essay organization activity.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will learn how to identify and categorize symbolism, imagery, figurative language and tone/theme in primary documents and literature from early American History.
Language Objective:
Reading: students will be able to identify key themes across a variety of reading samples, Writing: students will learn how to categorize their findings in preparation for outlining an essay.
Main Activity:
Students will work from station to station analyzing key documents/readings from early American Literature (history). They will find and categorize examples for SIFT. They will be working in teams. After they have analyzed the documents and have categorized their findings, they will participate in a lecture on how to begin the essay writing process.
Evaluation:
The categorizing spreadsheet will act as a tool for evaluating a student’s ability to identify and categorize components of SIFT in literature and primary documents.
Vocabulary:
SIFT
Homework:
Generate a thesis and rough draft essay based on Friday’s materials.
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how authors use tone, theme and mood in a work.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to emulate a writer’s style by employing the SIFT method.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Students will be able to define and begin to identify how authors use: tone, mood and theme.
Language Objective:
Reading and writing: students will be able to both identify tone, mood and theme in a written work and will be able generate examples thereof by emulating an author’s writing style.
Main Activity:
Students will listen to a brief lecture on tone, mood and theme. They will then work in groups sharing the examples they have found in text (Old Man and The Sea). Next, students will generate a small 50- 100 word scene from “Old Man in The Sea” in an attempt to emulate Hemingway’s writing style; a focus on the SIFT method will be emphasized. Students will have a chance to work in groups, providing advice, clarity and support.
Evaluation:
A homework assignment is due: identifying tone, mood and theme in a written text. Also, each student is to generate a writing sample emulating Hemingway’s tone, mood and theme while introducing a quote into their work from Ben Franklin’s “Poor Richard’s Almanac.” The quote must match Hemingway’s writing style…students will be graded on their ability to use the SIFT method in this process.
Vocabulary:
SIFT (symbolism, Imagery, Figurative Language, Tone & Theme and Mood).
Homework:
50-100 word writing assignment emulating Hemingway’s writing style. SIFT method is to be used.
Learning Objective:
1) students will demonstrate an understanding of tone/theme/mood via a short quiz and 2) students will be able to identify and give feedback on strong examples of SIFT in a peer’s work.
Language Objective:
reading: students will be able to identify tone/mood/theme in a written work via a quiz and 2) speaking: students will be able to employ the SIFT method orally while giving feedback to a peer.
Main Activity:
after a short quiz on the last component of the SIFT method, students will work in groups sharing and giving feedback on their writing exercise (Monday’s homework).
Evaluation:
the quiz acts as an immediate assessment of student content knowledge. The students’ writing samples will also act as an assessment of student understanding of SIFT and their writing ability (employing SIFT).
Vocabulary:
SIFT (symbolism, Imagery, Figurative Language, Tone & Theme and Mood).
Homework:
Prepare a group presentation to present one written piece emulating Hemingway’s writing style.
Learning Objective:
Students will be able to demonstrate via a group presentation an understanding of tone/theme and mood while also showing an understanding of how Hemingway used the same concepts in his own writing.
Language Objective:
Reading and Writing: students will be able to employ the SIFT method in a writing sample. Speaking: students will be able to use SIFT vocabulary to analyze/present a writing sample.
Main Activity:
In groups, students will present their writing samples. Each group will choose one writing sample (from the members of their own group) to present to the class. They will employ the SIFT method and will field questions from their peers.
Evaluation:
The presentation acts as a final assessment of student understanding prior to their end of unit exam. Students will be evaluated on their ability to employ the SIFT method as an analytical tool.
Vocabulary:
SIFT (symbolism, Imagery, Figurative Language, Tone & Theme and Mood).
Homework:
Prepare for Unit One Exam.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
students will demonstrate mastery of the SIFT method via a written test.
Language Objective:
Reading and Writing: students will employ the SIFT method in writing short essay responses. The SIFT method improves a student’s ability to analyze and provides a working structure to write from…it is both a prompt and an analytical tool and helps develop language skills.
Main Activity:
Students will take an exam. The exam is both read and respond and short answer essay.
Evaluation:
The unit exam works as a comprehensive evaluation.
Vocabulary:
SIFT (symbolism, Imagery, Figurative Language, Tone & Theme and Mood).
Homework:
Continue reading section for Old Man and The Sea and a short story TBD. Begin studying TWIST method.
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify the SIFT components in a novel.
Students will know how to use SIFT as a tool for expression and persuasion along with being an analytical tool.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify SIFT components in a novel and will be able to make inferences on key passages.
Students will be able to use SIFT as a tool for expression via a work of art and persuasive argument.
Students will be able to write fiction using SIFT.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Students will demonstrate, via an art presentation and persuasive sales pitch, an understanding of the SIFT method as both an expressive and analytical tool.
Language Objective:
Main Activity:
Speaking & Art: via an art presentation and persuasive sales pitch, students will use the SIFT method as a tool for expression and persuasion.
Evaluation:
The book cover and sales pitch will require students to employ the SIFT method. Both pieces will act as evaluation pieces.
Vocabulary:
Symbolism, Imagery, Figurative Language (Metaphor and Simile) Tone and Mood.
Homework:
Finish weekly reading for Unit One Test. Prepare for in class test review.
Learning Objective:
students will prepare for an exam and will demonstrate a current mastery of content while seeking peer and instructor feedback for clarity.
Language Objective:
Writing: students will employ Symbolism, Imagery, Figurative Devices and Tone in complete sentences (focusing on the four sentence types). Students will also receive instruction on the writing portion of the coming test.
Main Activity:
Students will have an opportunity to ask questions in an open class discussion. They will review key passages, with the instructor and will have an opportunity to seek feedback for the writing prompt on the test.
Evaluation:
This is a review class for students to check for understanding.
Vocabulary:
Symbolism, Imagery, Figurative Language (Metaphor and Simile) Tone and Mood.
Homework:
Prepare for Unit One Exam.
Learning Objective:
students will demonstrate mastery of the SIFT method via a written test.
Language Objective:
Reading and Writing: students will employ the SIFT method in writing short essay responses. The SIFT method improves a student’s ability to analyze and provides a working structure to write from…it is both a prompt and an analytical tool and helps develop language skills.
Main Activity:
Students will take an exam. The exam is both read and respond and short answer essay.
Evaluation:
The unit exam works as a comprehensive evaluation.
Vocabulary:
SIFT (symbolism, Imagery, Figurative Language, Tone & Theme and Mood).
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
(UNIT TWO BEGINS) students will know how the Expatriate writers used syntax for establishing mood and theme.
Language Objective:
Students will be able to write the four sentence types.
Main Activity:
Students will receive instruction on syntax and the four sentence types. Students will also listen to a brief introduction of the Expatriate writers (early 20th Century, Post WWI) and their writing styles. Students will be given a chance to demonstrate their understanding of syntax and the four sentence types by producing an in class write, using said types, employing key content.
Evaluation:
The in class write will provide an assessment of both content understanding and writing ability (syntax).
Vocabulary:
Expatriates, Hemingway, Fitzgerald, Syntax, Simple Sentence, Compound Sentence, Complex Sentence, Compound Complex Sentence, Interrogative, Declarative, Imperative, Exclamatory.
Homework:
Weekly reading & identify the four sentence types while also using the SIFT method to analyze. Begin researching an Expat writer for a “pod cast” interview.
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how subjects support theme.
2. Students will know how an authors purpose and theme are shaped by current events.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to write thesis/theme statements.
2. Students will be able to identify subject and theme in a work of literature.
3. Students will be able to take a TOEFL style integrated essay.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Students will identify key subjects in a work of literature and use said subjects to identify theme.
Language Objective:
Reading: students will identify “subjects” in literature by reading for supportive evidence of said subject. They will identify subject in a reading passage (reading for understanding).
Main Activity:
Working in two large groups, students will review the reading assignment and will identify the three most common subjects prevalent in said reading, along with the three most common sub-subjects. This will be the first step in developing theme/thesis statements.
Evaluation:
Students will be evaluated on their ability to find supporting evidence for their selected themes. They will then be asked to make inferences based on said themes.
Vocabulary:
Subject, Theme.
Homework:
Generate a list of five potential themes for Hemingway’s The Old Man and The Sea.
Learning Objective:
Students will identify key themes in literature by writing theme/thesis statements.
Language Objective:
Writing: students will practice using all four sentence types to write thesis/topic sentences. Syntax.
Main Activity:
In a round table setting, students will write and peer review their theme/thesis statements. The focus will be on: content, grammar, sentence structure, and organizational placement (where to put the sentences in an essay).
Evaluation:
Students will provide peer feedback. The instructor will also provide immediate feedback as students get an opportunity to share their sentences in a round table group review.
Vocabulary:
Subject, theme.
Homework:
Finish reading, pgs. 20-30
Learning Objective:
Students will analyze sections of a novel, identifying theme and will be able to make inferences regarding author’s purpose.
Language Objective:
Reading & Speaking: students will have a chance to apply analytical methods in an oral response to a reading prompt.
Main Activity:
In teams, students will take turns analyzing sections of Hemingway’s “The Old Man and The Sea.” They will do so before a panel of judges who will offer feedback and ratings given the students’ ability to apply analytical tools we have learned in the class so far.
Evaluation:
The students and the instructor will provide immediate feedback to students’ analysis.
Vocabulary:
Subject, Theme, SIFT, Author’s Purpose
Homework:
Finish reading “The Old Man and The Sea.”
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will identify how the expatriate generation of writers incorporated the key themes of their time into their works.
Language Objective:
TOEFL practice: Students will read a selection from an Expatriate writer and will then listen to a short lecture about Expatriate writers. They will then write an integrated, timed, TOEFL style essay.
Main Activity:
TOEFL practice: Students will read a selection from an Expatriate writer and will then listen to a short lecture about Expatriate writers. They will then write an integrated, timed, TOEFL style essay.
Evaluation:
Students will have a chance to read and review the essays of other students. An in class discussion will focus on both expatriate literature and TOEFL tactics for the integrated essay.
Vocabulary:
subject, theme, expatriates, lost generation
Homework:
Begin reading: “The Road” & selections from: F. Scott Fitzgerald and Ernest Hemingway.
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how subjects support themes in a work of literature.
2. Students will know what key themes are present and are expressed by expatriate writers
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to identify, analyze and categorize key passages from a work of literature according to subject and theme.
2. Students will be able to quote/cite passages in an essay.
3. Students will be able to write a rough draft of a literary analysis.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate an understanding of how to outline an essay and develop a thesis statement concerning Theme in a work of literature.
Language Objective:
Writing: students will have written and will analyze essay outlines, focusing on reading for understanding as well as grammatical structure.
Main Activity:
Prior to class, students will have finished an advanced, highly detailed, essay outline (this was done in groups). The groups will have an opportunity to review outlines from their classmates. The instructor will break down their thesis statements.
Evaluation:
Both peer feedback (via groups) and direct instructor feedback (editing and commenting on thesis statements) will be done.
Vocabulary:
SAT level vocabulary is to be employed within the outline (students choose the SAT vocabulary from a set list). Syntax, subject predicate, noun verb agreement.
Homework:
Study key quote list, prepare for in class discussion. Match quotes from “The Old Man and The Sea” to proper theme statement/thesis statement. Study SAT vocabulary builder
Learning Objective:
Students will be able to identify subjects in literature and link them to themes by analyzing and categorizing key passages from a work of literature.
Language Objective:
Reading for understanding: students will identify author’s purpose, subject and theme in selected passages.
Main Activity:
Students will analyze selected passages of Hemingway’s “The Old Man and The Sea” with the instructor. They will discuss categorize how the passage can be cited in an essay to support a subject and thesis; the SIFT method will be used during the analysis/categorization.
Evaluation:
The instructor will evaluate and give immediate feedback on the ability of students to analyze and categorize key passages.
Vocabulary:
Subject, Theme, Author’s Purpose
Homework:
Study key quote list, prepare for in class discussion. Match quotes from “The Old Man and The Sea” to proper theme statement/thesis statement. Re write thesis statements/topic sentences for essay outline if necessary; note: this is to be done to match the material, from the book, that a student chooses to use. Study SAT vocabulary builder
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify subjects in literature and link them to themes by analyzing and categorizing key passages from a work of literature.
Language Objective:
Reading for understanding: students will identify author’s purpose, subject and theme in selected passages.
Main Activity:
Students will analyze selected passages of Hemingway’s “The Old Man and The Sea” with the instructor. They will discuss categorize how the passage can be cited in an essay to support a subject and thesis; the SIFT method will be used during the analysis/categorization.
Evaluation:
The instructor will evaluate and give immediate feedback on the ability of students to analyze and categorize key passages.
Vocabulary:
Subject, Theme, Author’s Purpose
Homework:
Write rough draft of the essay. Study review guide for next week’s test. Study SAT vocabulary builder.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know to write a literary analysis.
2. Students will use literary analysis tools to answer questions about a work of literature (test)
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to identify, analyze and categorize key passages from a work of literature according to subject and theme.
2. Students will be able to quote/cite passages in an essay.
3. Students will be able to write a rough draft of a literary analysis.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to analyze a novel by answering questions based on: theme, character, author’s purpose, SIFT, and Conflict
Language Objective:
speaking: in an open forum review session, students will give oral responses to a verbal prompt/question.
Main Activity:
This is a test review. Students will answer literary analysis questions in an open forum.
Evaluation:
The instructor will provide immediate feedback based on student responses. Students will have an opportunity to ask questions in order to check for understanding.
Vocabulary:
Literary Analysis, SIFT, Author’s purpose, Theme, Conflict
Homework:
Prepare for essay review session. Finish rough draft for essay.
Learning Objective:
Through analyzing rough draft essays, students will build an understanding of the key components of an essay (answer to question, organization, comprehension, grammar, vocabulary, fact/detail support
Language Objective:
speaking: in a round table format, students will be able to give feedback to verbal prompts while giving feedback to peers.
Main Activity:
Students will review the rough drafts of their essays and provide feedback in a round table format; the instructor will guide the students via prompts asking them to focus on a key component of the essay. This is a two day process.
Evaluation:
Students will provide peer feedback; the instructor will provide feedback to groups based on group questions.
Vocabulary:
answer to question, organization, comprehension, grammar, vocabulary, fact/detail support
Homework:
Prepare for multiple choice section of the Unit Two Test. Rewrite rough draft essay.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate a mastery of literary analysis and the components of a novel via a written test.
Language Objective:
Reading: students will read and respond to prompts (test)
Main Activity:
After a review of their final rough drafts, students will take the first section of the Unit Two Test. (The essay portion will be given in Monday’s class).
Evaluation:
The multiple choice/fill in the blank/matching will test will be used as an end of unit test.
Vocabulary:
Literary analysis, SIFT, Conflict and key passages of “Old Man and The Sea”
Homework:
Prepare for Unit Two essay test.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how the ‘Roaring Twenties’ and events of the early 20th century were reflected in literature.
Weekly Procedural Knowledge Overview - (Students will be able to...)
2. Students will be able to identify key passages of a novel where the author is giving social commentary about contemporary culture (at the time of the writing).
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of the key elements and passages of a novel from the Expatriate generation (The Old Man And The Sea).
Language Objective:
Reading: students will demonstrate an ability to read for understanding via a written test.
Main Activity:
This is the multiple choice/matching section of the Unit Two Test.
Evaluation:
This is an end of unit test and is the second half of the unit test and will be graded.
Vocabulary:
all key vocabulary from The Old Man And The Sea will be employed.
Homework:
Begin reading The Great Gatsby.
Learning Objective:
By viewing historical footage and pictures, students will be able to make inferences as to how literature mirrors contemporary society.
Language Objective:
Listening: students will answer prompts having listened to a short section of a documentary.
Main Activity:
Students will view a section of The Century, America’s Time (The Roaring 20s). They will be given a series of questions prior to viewing and will review their answers after the clip.
Evaluation:
The students will have questions for the documentary and the instructor will provide immediate feedback on student responses.
Vocabulary:
The roaring 20s, The Lost Generation, Flappers, speculation, Stock Market Boom, Harlem Renaissance, Social norms/boundaries.
Homework:
Learning Objective:
Students will identify key passages of a novel, focusing on how the novel reflects social norms and society at the time the novel is set.
Language Objective:
Reading: Via an open class reading session, students will learn how to annotate a work of literature.
Main Activity:
Students will participate in an in class reading session focusing on how F. Scott Fitzgerald captured “The Roaring 20s” (a term he coined) in a work of literature. Students will begin learning how to annotate a work of literature.
Evaluation:
Students will begin practicing annotation skills; the instructor will provide immediate feedback on the process students use to identify key passages of a novel.
Vocabulary:
Key vocabulary will be generated by the students as they use both SIFT and annotation skills.
Homework:
Continue reading The Great Gatsby.
Learning Objective:
Via an in class writing prompt, students will analyze how an author captures contemporary events in a work of literature. The Roaring Twenties and The Great Gatsby.
Language Objective:
Writing: students will respond to a prompt, generating a body paragraph; emphasis will be placed on conclusion and transition skills.
Main Activity:
Students will first analyze & discuss a selected passage from The Great Gatsby and will respond to a prompt with a written paragraph.
Evaluation:
The in class writing exercise will be graded for expansion of content and an ability to conclude/transition.
Vocabulary:
The roaring 20s, The Lost Generation, Flappers, speculation, Stock Market Boom, Harlem Renaissance, Social norms/boundaries. NOTE: students will be asked to employ SAT vocabulary via the in class write.
Homework:
Read selected quotes and comments “on writing” by Hemingway and Fitzgerald. Prepare for quiz.
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how authors capture contemporary times in a work of literature by using SIFT.
Students will know how authors capture contemporary times via character development.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify key themes and SIFT components when juxtaposing two works of literature.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify how an author uses literature as social commentary and how contemporary society/events are reflected in said literature.
Language Objective:
listening: students will view a video and respond to prompts.
Main Activity:
Students will view a documentary on The Great Depression (Grapes of Wrath) and respond to a series of prompts (writing).
Evaluation:
Students and the instructor will review the answers to the prompts in class.
Vocabulary:
key vocabulary will focus on the daily lives of Americans during the Great Depression.
Homework:
Begin answering Chapter one questions for “Grapes of Wrath” and “The Great Gatsby”.
Learning Objective:
students will be able to respond to questions by using their annotations in a work of literature.
Language Objective:
speaking (vocabulary) students will use SAT level vocabulary while giving responses to reading questions.
Main Activity:
the teacher will introduce a series of SAT vocabulary sheets and will give students an opportunity to practice using said vocabulary while responding to prompts.
Evaluation:
The teacher will provide immediate feedback on both the accuracy of the response and the employment of vocabulary.
Vocabulary:
Three sheets of SAT vocabulary will be provided from the 2014 SAT review from McGraw Hill.
Homework:
finish answering questions for chapter one of “Grapes of Wrath” and/or “The Great Gatsby”.
Learning Objective:
students will be able to make connections between novels (work of literature).
Language Objective:
reading: students will identify key passages and SIFT components in a work of literature and will be able to juxtapose them with similar passages and SIFT components from a like work.
Main Activity:
Two reading groups (The Grapes of Wrath & The Great Gatsby) will compare key passages and SIFT elements. They will be encouraged to make inferences concerning author’s purpose, writing style and how each work of literature represents/portrays contemporary America at said time.
Evaluation:
This is a round table discussion where students provide immediate feedback and constructive criticism.
Vocabulary:
Students will use the SIFT method and key annotations to analyze each work (author’s use of vocabulary/word choice, will be emphasized).
Homework:
prepare for in class unit review
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
***HALLOWEEN PARTY***
Learning Objective:
Students will be able to make connections between two novels and contemporary history (via a documentary). Essential Question: how do the works of Steinbeck and Fitzgerald capture the Boom to Bust Era of early 20th Century America?
Language Objective:
speaking: students will be able to generate thesis statements employing key concepts and ideas.
Main Activity:
The students will participate in an end of unit comprehensive review; the review will bring together the first chapters of both the Great Gatsby and The Grapes of Wrath and the video documentary “The Century, America’s Time.” Students will participate in a round table discussing the essential question.
Evaluation:
The instructor will provide immediate feedback on student responses.
Vocabulary:
all unit key vocabulary will be employed
Homework:
prepare for next week’s test. Begin reading chapter two.
Materials / Resources (including technology)
Students will know how authors reflect contemporary culture in their work.
State of Minnesota Standards Covered
Students will be able to employ SAT level vocabulary while doing character analysis.
Students will be able to annotate a work of literature.
Weekly Informational Knowledge Overview - (Students will know...)
Students will be able to identify key passages (SIFT) in a novel; students will be able to identify author’s purpose; students will be able to make inferences based on reading passages.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Reading: students will be able to read critically and make inferences in answering prompts.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to identify key passages (SIFT) in a novel; students will be able to identify author’s purpose; students will be able to make inferences based on reading passages.
Language Objective:
Reading: students will be able to read critically and make inferences in answering prompts.
Main Activity:
Students will participate in a round table review for the Unit Three Test. Students will be given questions and prompts by the instructor and will engage in an open forum discussion to answer questions and respond to prompts.
Evaluation:
this is a peer reflection/review round table exercise.
Vocabulary:
Key vocabulary from chapter one of both “The Great Gatsby” and “The Grapes of Wrath” will be used.
Homework:
Prepare for the Unit Three test.
Learning Objective:
Students will demonstrate a mastery of Unit Three content.
Language Objective:
reading: students will respond to questions on a written test.
Main Activity:
Students will take the Unit Three exam. Note: there is no essay with this exam.
Evaluation:
This will act as the final assessment for Unit Three content.
Vocabulary:
All key vocabulary and terms will be employed on the test.
Homework:
Read chapter two of “Grapes of Wrath” or “The Great Gatsby” Study “character” SAT list. Begin author presentation speaking project.
***END OF GRADING PERIOD 1***
Learning Objective:
Students will be able to employ SAT level vocabulary in a class discussion about characters in a novel; students will be able to critically analyze characters in a novel, making inferences about how they will develop throughout the novel.
Language Objective:
vocabulary building: Students will be able to employ SAT level vocabulary in a class discussion about characters in a novel.
Main Activity:
Students will analyze characters from their novels while attempting to employ SAT level vocabulary in their answers. Students will also be encouraged to give responses employing advanced sentence structure.
Evaluation:
The instructor will provide immediate feedback on vocab and sentence structure employment.
Vocabulary:
All SAT level vocabulary will be posted to the class schoology website.
Homework:
Finish author presentation speaking assignment.
***START OF GRADING PERIOD 2***
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Via a student designed lecture, students will demonstrate knowledge of the lives of said unit authors and their contributions to literature (Steinbeck, Hemingway and Fitzgerald).
Language Objective:
speaking: students will speak from a timed slide power point with no words.
Main Activity:
In groups, Students will present a timed power point slide presentation. Students will create a timed/animated power point about one of the authors form the unit. The presentation will use only visual aids; the students will provide commentary.
Evaluation:
Peer feedback will be used. Groups will be allowed to ask questions, generating class discussion and reflection. The instructor will generate a quiz by the end of class based on the presentations; students will be allowed to take notes and use the notes for the quiz.
Vocabulary:
The students will generate key terms and vocabulary for their presentations.
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how the lives of: Hemingway, Fitzgerald and Steinbeck were reflected in their respective literary works.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to speak from a visual prompt during a presentation.
2. Students will be able to analyze their own writing, and that of a peer, using a rubric.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Through a visual presentation, students will analyze the literary lives of: Ernest Hemingway, John Steinbeck and Scott Fitzgerald.
Language Objective:
speaking: students will be speak from a timed video presentation (with no written/note support).
Main Activity:
This class time will be dedicated to group work and development of student presentations. In three groups, students will develop presentations on the lives of: Hemingway, Steinbeck and Fitzgerald.
Evaluation:
NA: this class time is dedicated to group work; the instructor will rotate from group to group, providing instruction.
Vocabulary:
All vocabulary will be student generated and will focus on the literary sources and accomplishments of Hemingway, Fitzgerald and Steinbeck.
Homework:
Prepare presentation.
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Prepare Presentation.
Learning Objective:
Through a visual presentation, students will analyze the literary lives of: Ernest Hemingway, John Steinbeck and Scott Fitzgerald.
Language Objective:
speaking: students will be speak from a timed video presentation (with no written/note support).
Main Activity:
In groups, students will deliver their timed presentations. The presentations are autobiographies of the three writers we are focusing on during the first semester. The presentations focus on their lives, the sources of their writing and the impact of their work on the literary world.
Evaluation:
Peer feedback will be used. The instructor will provide immediate feedback as well.
Vocabulary:
All vocabulary will be student generated and will focus on the literary sources and accomplishments of Hemingway, Fitzgerald and Steinbeck.
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Through applying a rubric, students will improve their ability to analyze and write essays.
Language Objective:
Reading/Writing analysis: students will use a rubric to analyze, critically, their own essays.
Main Activity:
In groups, students will analyze their own essays, along with those of their peers. The students will focus on: overall answer to the prompt, comprehension, organization, facts/details, grammar, and vocabulary.
Evaluation:
Students will check the sub grades of their essay with the actual sub grades issued by the instructor; the goal is for a student to grade as closely as possible, to the instructor. This will demonstrate an understanding of the writing rubric.
Vocabulary:
All key vocabulary is based on the rubric sub grades: thesis, comprehension, organization, facts/details, grammar and vocabulary
Homework:
Continue Reading: The Great Gatsby and The Grapes of Wrath. Study SAT vocabulary.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how authors use Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature) for character development.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to analyze both a character and a scene from a novel.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will analyze character development in a novel using SAT vocabulary
Language Objective:
Reading: students will be able to use appropriate SAT level vocabulary to analyze a character from a novel.
Main Activity:
Students will select a key character from a novel and will analyze the character using SAT level vocabulary. This is a two class period assignment. Day one: reading and preparation. Day two: class presentation.
Evaluation:
In groups of two, students will deliver their analysis; peer and instructor feedback will be used for evaluation.
Vocabulary:
SAT vocabulary will be used from the 2014 SAT guide (McGraw Hill).
Homework:
Prepare Presentation
Learning Objective:
Students will analyze character development in a novel using SAT vocabulary.
Language Objective:
Reading: students will be able to use appropriate SAT level vocabulary to analyze a character from a novel.
Main Activity:
Students will select a key character from a novel and will analyze the character using SAT level vocabulary. This is a two class period assignment. Day one: reading and preparation. Day two: class presentation.
Evaluation:
In groups of two, students will deliver their analysis; peer and instructor feedback will be used for evaluation.
Vocabulary:
SAT vocabulary will be used from the 2014 SAT guide (McGraw Hill).
Homework:
View selected scene from “The Great Gatsby” and read the corresponding passage. Prepare for in class discussion by answering the homework prompts for the assignment.
Learning Objective:
Students will be able to analyze a key passage of a novel.
Language Objective:
Speaking: students will be able to analyze a passage of a novel while engaging in an in class debate.
Main Activity:
Students, having read an assigned passage, will view the corresponding section from a movie and will analyze the passage/section. A given set of analytical tools will be employed (see vocabulary)
Evaluation:
The instructor will provide immediate feedback on student comments.
Vocabulary:
Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature)
Homework:
Study SAT vocab, continue following reading chart.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to analyze a key passage of a novel.
Language Objective:
Speaking: students will be able to analyze a passage of a novel while engaging in an in class debate.
Main Activity:
Students, having read an assigned passage, will view the corresponding section from a movie and will analyze the passage/section. A given set of analytical tools will be employed (see vocabulary)
Evaluation:
The instructor will provide immediate feedback on student comments.
Vocabulary:
Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature)
Homework:
Study SAT vocab, continue following reading chart
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how to use analytical tools to analyze a passage.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to analyze both a passage from a novel and a movie
2. Students will be able to identify foreshadowing in both a novel and a corresponding movie.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of analytical methods.
Language Objective:
Reading/speaking: students will analyze passages in a short presentation (round robin) format.
Main Activity:
A series of passages, from the week’s readings, will rotate through a slide show. Students, in teams of two, will provide an immediate analysis of each passage. Students will be able to choose from a series of analytical tools to present their analysis.
Evaluation:
The instructor will provide immediate feedback.
Vocabulary:
Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature)
Homework:
Review the second set of key passages for analysis. Write three analyses based on the in class passages.
Learning Objective:
Students will demonstrate an understanding of analytical methods.
Language Objective:
Reading/speaking: students will analyze passages in a short presentation (round robin) format.
Main Activity:
A series of passages, from the week’s readings, will rotate through a slide show. Students, in teams of two, will provide an immediate analysis of each passage. Students will be able to choose from a series of analytical tools to present their analysis.
Evaluation:
The instructor will provide immediate feedback.
Vocabulary:
Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature)
Homework:
Prepare for team presentations on student selected passages.
Learning Objective:
Students will demonstrate a mastery of passage analysis.
Language Objective:
Speaking: students will demonstrate a mastery of passage analysis via a presentation.
Main Activity:
In teams of two, students will select a passage from this week’s reading and will present an analysis to the class. Students will field questions concerning their analysis.
Evaluation:
The students will be graded on their ability to apply at least four analytical tools. Peers will be encouraged to ask questions to promote further evaluation.
Vocabulary:
Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature)
Homework:
Prepare Foreshadowing passage sheet.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify foreshadowing and make inferences based on the example.
Language Objective:
Reading: students will identify foreshadowing in a selected reading passage.
Main Activity:
Students will identify examples of foreshadowing in both a novel and a movie. Students will identify foreshadowing in The Great Gatsby and The Grapes of Wrath (both the movies and the book). Short video scenes will be shown from the movies.
Evaluation:
The instructor will provide immediate feedback on student responses.
Vocabulary:
Foreshadowing.
Homework:
Continue reading the weekly assigned reading.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know why authors employ given writing styles.
Weekly Procedural Knowledge Overview - (Students will be able to...)
2. Students will be able to analyze the writing styles of different authors and will be able to make comparisons.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate a mastery of passage analysis.
Language Objective:
Speaking: students will demonstrate a mastery of passage analysis via a presentation.
Main Activity:
In teams of two, students will select a passage from this week’s reading and will present an analysis to the class. Students will field questions concerning their analysis.
Evaluation:
The students will be graded on their ability to apply at least four analytical tools. Peers will be encouraged to ask questions to promote further evaluation.
Vocabulary:
Symbolism, Imagery, Figurative Devices, Tone, Theme, Author’s purpose, Social Context, Word Choice, Conflict (man v. man, man v. self, man v nature)
Homework:
prepare for SAT vocab quiz and author writing style comparison. Finish sentence structure and subject/verb agreement assignment. Continue reading (pacing guide).
Learning Objective:
Students will be able to identify and analyze writing styles by making comparisons between authors.
Language Objective:
Reading: students will identify sentence structure/types and author’s word choice.
Main Activity:
Students will listen to and participate in a lecture comparing the writing styles of three early 20th c. American novelists (Steinbeck, Hemingway and Fitzgerald). The focus will be on sentence structure and word choice. Students will be asked to make comparisons between selected passages/sentences.
Evaluation:
The students will be asked to participate and make comparisons (and contrast). The instructor will provide immediate feedback.
Vocabulary:
Key vocabulary will derive from selected reading passages.
Homework:
Prepare for in class presentation of writing style. Continue reading (pacing guide).
Learning Objective:
Students will demonstrate an understanding of how to analyze an author’s writing style.
Language Objective:
reading: students will identify reading passages that emphasize an author’s specific writing style.
Main Activity:
In teams of three, students will present and analyze three reading selections (Hemingway, Fitzgerald and Steinbeck).
Evaluation:
Students will peer review; the instructor will provide immediate feedback.
Vocabulary:
All key analysis tools will be employed in analysis. Key vocabulary words (author’s word choice) will be selected by the students.
Homework:
Prepare for in class round table. Continue reading (pacing guide).
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate a level of reading comprehension via a roundtable discussion.
Language Objective:
Reading: students will respond to a list of questions/prompts requiring critical reading skills. Speaking: students will have to deliver organized responses to prompts.
Main Activity:
Having read this week’s required reading, students will participate in a roundtable discussion, answering questions prompts. Students will also be asked to make connections between selected songs and poems, comparing and applying them to this week’s readings (integrated comprehension).
Evaluation:
At the end of the student led discussion, the instructor will provide feedback.
Vocabulary:
Author’s word choice (vocabulary) will be a focus; students will also be encouraged to use their SAT vocabulary in their oral responses.
Homework:
Continue reading (pacing guide).
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how author’s employ literary devices, and word choice while delivering their purpose.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to conduct a cross comparative literary analysis.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
By using multiple works of literature, students will be able to conduct a comparative analysis.
Language Objective:
Reading: students will conduct a comparative analysis of multiple works of literature.
Main Activity:
Students will compare the lyrics of two songs to the novel they are reading. They will use the analytical tools we have covered in class during the year.
Evaluation:
Students will conduct their analysis in a round table format; peer feedback and immediate instructor feedback will be used.
Vocabulary:
SIFT, Word Choice, Author’s Purpose, Writing Style
Homework:
Prepare Song Comparison Analysis Presentation.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
By using multiple works of literature, students will be able to conduct a comparative analysis.
Language Objective:
Reading: students will conduct a comparative analysis of multiple works of literature.
Main Activity:
Students will compare the lyrics of two songs to the novel they are reading. They will use the analytical tools we have covered in class during the year.
Evaluation:
Students will conduct their analysis in a round table format; peer feedback and immediate instructor feedback will be used.
Vocabulary:
SIFT, Word Choice, Author’s Purpose, Writing Style
Homework:
Finish Chapter Review Questions; continue following reading assignment chart.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how authors use figurative language to develop and deliver author’s purpose.
Weekly Procedural Knowledge Overview - (Students will be able to...)
2. students will be able to critically analyze selected passages from a novel.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will analyze selected passages, employing analytical tools from the unit.
Language Objective:
reading: students will analyze a selected passage from a novel.
Main Activity:
In groups, students will analyze a series of passages from the novels: “The Grapes of Wrath” and “The Great Gatsby.” They will use all analytical methods we have covered thus far: SIFT, Author’s Purpose, Social/Historical Context, Character Analysis, Conflict.
Evaluation:
Each group will present their analysis to the class for immediate feedback.
Vocabulary:
SIFT, Author’s Purpose, Social/Historical Context, Character Analysis, Conflict
Homework:
Prepare analysis for second series of passages.
Learning Objective:
Students will analyze selected passages, employing analytical tools from the unit.
Language Objective:
reading: students will analyze a selected passage from a novel.
Main Activity:
In groups, students will analyze a series of passages from the novels: “The Grapes of Wrath” and “The Great Gatsby.” They will use all analytical methods we have covered thus far: SIFT, Author’s Purpose, Social/Historical Context, Character Analysis, Conflict.
Evaluation:
Each group will present their analysis to the class for immediate feedback.
Vocabulary:
SIFT, Author’s Purpose, Social/Historical Context, Character Analysis, Conflict
Homework:
Prepare for cross comparing analysis.
Learning Objective:
students will demonstrate an understanding of author’s purpose and writing style by comparing a work of literature to a selection of songs and movie clips.
Language Objective:
speaking: students will deliver an organized response, using a “three point” method.
Main Activity:
after listening to a series of songs and analyzing the lyrics (in groups) students will cross compare said songs with the unit novels by answering a series of prompts. The same will be done using movie clips from the movies “The Grapes of Wrath” and “The Great Gatsby.”
Evaluation:
peer feedback and instructor feedback will be used.
Vocabulary:
SIFT, Author’s Purpose, Social/Historical Context, Character Analysis, Conflict
Homework:
Prepare for unit four exam.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
students will demonstrate an understanding of literary analysis and SAT level vocabulary via a written exam.
Language Objective:
reading & writing: students will read a selection of passages and write a literary analysis
Main Activity:
students will demonstrate an understanding of literary analysis and SAT level vocabulary via a written exam.
Evaluation:
The written exam, a combination of SAT vocabulary questions and a series of written responses, will be worth 50% of the unit.
Vocabulary:
A series of SAT vocabulary words will be used on the test. SIFT, Author’s Purpose, Social/Historical Context, Character Analysis, Conflict
Homework:
Follow reading chart during winter break.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how American Authors incorporated SIFT components in their work and how said work reflected the cultural context of the times.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to apply analytical tools/methods in a comprehensive manner, with the goal of developing a thesis statement.
2. Students will be able to participate in an open forum discussion, employing literary analysis.
3. Students will be able to generate a thesis statement supported by literary analysis.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will conduct a final literary analysis of an American novel and generate a thesis statement (and accompanying essay) supporting their analysis.
Language Objective:
speaking: students will participate in an open forum discussion, analyzing key passages from a novel. Writing = students will generate a thesis statement and corresponding essay outline.
Main Activity:
Through the course of the week, students will participate in a final review of the following novels from this semester: The Old Man and The Sea, The Great Gatsby, and The Grapes of Wrath. In a round robin format, students will take turns analyzing key passages, employing all analytical methods learned during the semester. Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction.
Evaluation:
Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction. Each daily session will be graded based on participation and depth of analysis.
Vocabulary:
all key analytical tools/methods will be employed and are the focus of the key vocabulary for the unit.
Homework:
Finish reading said novel(s), begin final essay outline and essay writing process.
Learning Objective:
Students will conduct a final literary analysis of an American novel and generate a thesis statement (and accompanying essay) supporting their analysis.
Language Objective:
speaking: students will participate in an open forum discussion, analyzing key passages from a novel. Writing = students will generate a thesis statement and corresponding essay outline.
Main Activity:
Through the course of the week, students will participate in a final review of the following novels from this semester: The Old Man and The Sea, The Great Gatsby, and The Grapes of Wrath. In a round robin format, students will take turns analyzing key passages, employing all analytical methods learned during the semester. Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction.
Evaluation:
Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction. Each daily session will be graded based on participation and depth of analysis.
Vocabulary:
all key analytical tools/methods will be employed and are the focus of the key vocabulary for the unit.
Homework:
Finish reading said novel(s), begin final essay outline and essay writing process.
Learning Objective:
Students will conduct a final literary analysis of an American novel and generate a thesis statement (and accompanying essay) supporting their analysis.
Language Objective:
Speaking: Students will participate in an open forum discussion, analyzing key passages from a novel. Writing = students will generate a thesis statement and corresponding essay outline.
Main Activity:
Through the course of the week, students will participate in a final review of the following novels from this semester: The Old Man and The Sea, The Great Gatsby, and The Grapes of Wrath. In a round robin format, students will take turns analyzing key passages, employing all analytical methods learned during the semester. Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction.
Evaluation:
Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction. Each daily session will be graded based on participation and depth of analysis.
Vocabulary:
all key analytical tools/methods will be employed and are the focus of the key vocabulary for the unit.
Homework:
Finish reading said novel(s), begin final essay outline and essay writing process.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will conduct a final literary analysis of an American novel and generate a thesis statement (and accompanying essay) supporting their analysis.
Language Objective:
speaking: students will participate in an open forum discussion, analyzing key passages from a novel. Writing = students will generate a thesis statement and corresponding essay outline.
Main Activity:
Through the course of the week, students will participate in a final review of the following novels from this semester: The Old Man and The Sea, The Great Gatsby, and The Grapes of Wrath. In a round robin format, students will take turns analyzing key passages, employing all analytical methods learned during the semester. Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction.
Evaluation:
Students will have an opportunity to add to the discussion or make corrections. The instructor will provide immediate feedback and instruction. Each daily session will be graded based on participation and depth of analysis.
Vocabulary:
all key analytical tools/methods will be employed and are the focus of the key vocabulary for the unit.
Homework:
write rough draft of essay.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know how American Authors incorporated SIFT components in their work and how said work reflected the cultural context of the times.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Students will be able to apply analytical tools/methods in a comprehensive manner, with the goal of developing a thesis statement.
2. Students will be able to participate in an open forum discussion, employing literary analysis.
3. Students will be able to generate a thesis statement supported by literary analysis.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use SIFT to analyze a movie while making comparisons between the novel and movie.
Language Objective:
Listening/Reading: students will view a movie and participate in a literary analysis of both movie and novel.
Main Activity:
Over the course of three days, students will finish viewing “The Grapes of Wrath” and will participate, daily, in an analysis of both the movie and the novel. Key passages from the novel will be read in class, corresponding to the movie. The instructor will guide students through a literary analysis.
Evaluation:
Students will respond to a series of prompts asking them to analyze both the movie and reading passages; the instructor will provide immediate feedback.
Vocabulary:
All key terms and vocabulary will be based on the SIFT Method as well as the student SAT vocabulary data base that each student is building and employing.
Homework:
Online Round Table Discussion: Post responses to Round Table one discussion. Begin reviewing key quotes and passages for The Grapes of Wrath
Learning Objective:
Students will use SIFT to analyze a movie while making comparisons between the novel and movie.
Language Objective:
Listening/Reading: students will view a movie and participate in a literary analysis of both movie and novel.
Main Activity:
Over the course of three days, students will finish viewing “The Grapes of Wrath” and will participate, daily, in an analysis of both the movie and the novel. Key passages from the novel will be read in class, corresponding to the movie. The instructor will guide students through a literary analysis.
Evaluation:
Students will respond to a series of prompts asking them to analyze both the movie and reading passages; the instructor will provide immediate feedback.
Vocabulary:
All key terms and vocabulary will be based on the SIFT Method as well as the student SAT vocabulary data base that each student is building and employing.
Homework:
Continue reviewing key passages for Grapes of Wrath
Learning Objective:
Students will use SIFT to analyze a movie while making comparisons between the novel and movie.
Language Objective:
Listening/Reading: students will view a movie and participate in a literary analysis of both movie and novel.
Main Activity:
Over the course of three days, students will finish viewing “The Grapes of Wrath” and will participate, daily, in an analysis of both the movie and the novel. Key passages from the novel will be read in class, corresponding to the movie. The instructor will guide students through a literary analysis.
Evaluation:
Students will respond to a series of prompts asking them to analyze both the movie and reading passages; the instructor will provide immediate feedback.
Vocabulary:
All key terms and vocabulary will be based on the SIFT Method as well as the student SAT vocabulary data base that each student is building and employing.
Homework:
Begin Posting for Round Table Three online discussion (questions from The Grapes of Wrath).
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will conduct a final literary analysis of: The Old Man in The Sea, The Great Gatsby and The Grapes of Wrath with the objective of generating an all inclusive thesis statement.
Language Objective:
Writing: students will generate an essay outline
Main Activity:
The class, working as a team (instructor led) will conduct a final literary analysis of all three novels; the analysis will be done in a manner that enables a student to generate an essay outline with a thesis statement.
Evaluation:
Students will write an essay; it will be graded.
Vocabulary:
All key literary analysis tools and SAT vocabulary words are available for use.
Homework:
Finish writing essay. Continue reading key passages for finals review.
Materials / Resources (including technology)
1. Students will know key content for the first semester finals.
State of Minnesota Standards Covered
2. Students will be able to participate in an open forum review, testing course content knowledge.
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of semester one course content, via an open forum review.
Language Objective:
speaking: students will give organized responses to review questions.
Main Activity:
Students will participate in an open forum review. Students will respond to prompts/questions from the instructor and will have an opportunity to ask questions and critique their peers.
Evaluation:
The instructor will provide immediate feedback.
Vocabulary:
all first semester key content is available for review.
Homework:
Prepare for final exams.
Learning Objective:
Students will demonstrate an understanding of semester one course content, via an open forum review.
Language Objective:
speaking: students will give organized responses to review questions.
Main Activity:
Students will participate in an open forum review. Students will respond to prompts/questions from the instructor and will have an opportunity to ask questions and critique their peers.
Evaluation:
The instructor will provide immediate feedback.
Vocabulary:
all first semester key content is available for review.
Homework:
prepare for final exams
***SEMESTER 1 EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Students will know the elements of a short story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
2. Students will be able to write a fictional story employing the elements of a short story.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2ndSEMESTER***
Learning Objective:
N/A
Language Objective:
N/A
Main Activity:
Introduction to second semester; review results from 1st semester final exam.
Evaluation:
N/A
Vocabulary:
N/A
Homework:
Learning Objective:
Students will be able to identify the key components and elements of a short story.
Language Objective:
Reading: students will be asked to make inferences based on a reading.
Main Activity:
Students will read “To Save Piggy Sneed” in class and will be asked to respond to prompts/questions.
Evaluation:
The instructor will provide immediate feedback.
Vocabulary:
N/A
Homework:
Finish questions for “To Save Piggy Sneed.”
Learning Objective:
Students will demonstrate an understanding of author’s purpose via an in class write.
Language Objective:
writing: students will write a timed written response to a prompt.
Main Activity:
Students will respond to a writing prompt based on John Irving’s “To Save Piggy Sneed.”
Evaluation:
Students will peer review.
Vocabulary:
N/A
Homework:
N/A
Learning Objective:
Students will be able to generate a creative writing piece from a prompt.
Language Objective:
Writing: students will generate a creative writing piece from a prompt.
Main Activity:
Students will view a black and white photo and will then write a short creative writing piece employing the elements of a short story.
Evaluation:
Students will have an opportunity to read the work of others and offer feedback.
Vocabulary:
Students will be encouraged to use SAT level vocabulary in their work.
Homework:
SAT vocabulary
Learning Objective:
No class due to block schedule
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will be able to identify the key components of a short story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to analyze a short story in an online discussion.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify the components of a short story by analyzing the lyrics to a song.
Language Objective:
Reading: students will identify the key elements of a short story.
Main Activity:
Students will listen to and analyze a song, focusing on the elements of a short story, along with author’s purpose. This is an in class discussion.
Evaluation:
Students will post a formal response online and will respond to another student. This is a graded assignment.
Vocabulary:
The vocabulary of said song lyrics will by analyzed for “word choice.
Homework:
Post online and respond to another student.
Learning Objective:
Objective: Students will analyze a short story for author’s purpose with an emphasis on political statements.
Language Objective:
reading: students will use specific parts of a short story to support an argument.
Main Activity:
students will read “The Lottery” and will discuss author’s purpose and will analyze the story as a statement on ‘obedience’ and ‘belief’ in society.
Evaluation:
This is a graded in class discussion.
Vocabulary:
Students will analyze the story for “word choice” and will build their vocabulary base.
Homework:
Post a response to an online class discussion.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate an understanding of author’s purpose while juxtaposing two sources.
Language Objective:
writing: students will write a response to a prompt while employing two sources.
Main Activity:
Students will be asked to use the Stanley Milgram experiment (1962) as an analytical tool for “The Lottery.” Students will view a video on Milgram’s famous test on obedience and will then partake in class conversation.
Evaluation:
students will respond to a written prompt.
Vocabulary:
study SAT vocabulary
Homework:
prepare for SAT vocabulary quiz and post response to Milgram/Lottery assignment.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify and juxtapose author’s purpose between two short stories.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a compare and contrast essay analyzing author’s purpose and the elements of a short story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of the elements of a short story by comparing two short stories
Language Objective:
writing/speaking: students will both speak and write an organized three point response to a prompt.
Main Activity:
students will compare two short stories, juxtaposing the two, while identifying differences and similarities.
Evaluation:
students will post their responses to the class forum (schoology)
Vocabulary:
N/A
Homework:
Prepare for SAT quiz
Learning Objective:
Students will demonstrate a mastery of SAT vocabulary
Language Objective:
N/A
Main Activity:
SAT vocabulary quiz
Evaluation:
The SAT quiz will be graded
Vocabulary:
SAT vocabulary will be the focus of the quiz
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
MINI UNIT: Students will know how to employ SIFT elements in creative writing.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to generate a semester long writing project.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the key requirements of the semester writing project.
Language Objective:
N/A
Main Activity:
The instructor will introduce the semester long writing project. Students will be asked to generate 20 pages (or more) of creative writing by the end of the semester. Students will be asked to employ the key SIFT elements they have learned in the class, while establishing a cohesive theme and author’s purpose. The writing project can be a combination of genres or a single genre.
Evaluation:
The writing project will be evaluated periodically, once per unit. There are three units. The writing project will be assessed per unit.
Vocabulary:
N/A
Homework:
Begin writing project.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Begin writing project
Language Objective:
writing: employ SIFT elements or elements of short story, employ proper prose
Main Activity:
This class is dedicated to beginning the writing project. Students will have an opportunity to begin their project or seek advice from peers or the instructor.
Evaluation:
N/A
Vocabulary:
“Word Choice” will be determined by the students
Homework:
Continue writing project
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the elements of gothic literature.
Students will know the six components to a quality essay (literary analysis).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to juxtapose two sources.
Students will know how to generate a thesis statement.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Music Monday: students will listen to a song and will analyze it, focusing on key elements of a short story (author’s purpose).
Language Objective:
reading: students will use SIFT and other analytical tools to analyze the lyrics of a song.
Main Activity:
This is a roundtable format. Students will listen to the song “The Sound of Silence” and will respond to a series of prompts asking them to employ analytical tools.
Evaluation:
This is graded for Unit Six round table points.
Vocabulary:
employ SAT vocabulary in the class discussion.
Homework:
Read “The Tell Tale Heart”
Learning Objective:
Students will identify the key elements of gothic literature in a short story.
Language Objective:
reading: students will identify key themes between two sources.
Main Activity:
Students will review Poe’s “The Tell Tale Heart” through guided reading. The instructor will introduce a juxtaposing assignment asking students to compare Monday’s song “Sound of Silence” with the short story.
Evaluation:
an online post will be used for students to post their analysis (forum).
Vocabulary:
N/A
Homework:
post to online discussion
Learning Objective:
Students will know how to analyze an essay question in order to help generate a proper thesis statement.
Language Objective:
writing: generating a thesis statement.
Main Activity:
Students will begin working on a cumulative essay. The instructor will begin by helping students Generate a thesis statement. The instructor will walk students through the process.
Evaluation:
students will post and evaluate their thesis statements online.
Vocabulary:
N/A
Homework:
post thesis statements for essay project. Note: post rough draft of essay if already finished.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate an understanding of the six components of an essay via an in class essay analysis.
Language Objective:
writing: students will view the grading of an essay.
Main Activity:
The instructor will grade a student essay (rough draft of cumulative essay) focusing on the six components of an essay. The students will be asked to give immediate feedback.
Evaluation:
students are responsible for asking questions and taking note of the instructor’s advice (coaching) and grading methods.
Vocabulary:
organization, vocabulary, grammar, answer to question, examples/details, comprehension
Homework:
Begin writing essay (rough draft), continue writing project, study SAT vocabulary
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to analyze and compare short stories.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make inferences, having identified author’s purpose.
Students will be able to write an essay, employing and analyzing multiple works of literature.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Two day mini unit: Students will be able to outline and write an essay employing multiple works of literature.
Language Objective:
writing: students will outline an essay.
Main Activity:
The instructor will lead students through: Thesis development and the organization of an essay that brings together three works of literature.
Evaluation:
The students will write an essay as part of their Unit Six exam.
Vocabulary:
The students will employ SIFT vocabulary and literary analysis in the essay.
Homework:
begin writing rough draft of said essay.
Learning Objective:
Two day mini unit: Students will be able to outline and write an essay employing multiple works of literature.
Language Objective:
writing: students will outline an essay.
Main Activity:
The instructor will lead students through: Thesis development and the organization of an essay that brings together three works of literature.
Evaluation:
The students will write an essay as part of their Unit Six exam.
Vocabulary:
The students will employ SIFT vocabulary and literary analysis in the essay.
Homework:
Finish essay rough draft. Finish reading Bradbury’s “Zero Hour” prepare for class discussion
Learning Objective:
Students will be able to identify core conflict in a short story and will be able to generate a thesis statement (theme statement) based on said conflict.
Language Objective:
reading: students will participate in guided reading.
Main Activity:
This is a two day exercise. Students will participate in a guided reading session identifying theme and conflict in a short story. The class will analyze the story as a group in a guided reading session (teacher led).
Evaluation:
The instructor will ask a series of prompts, guiding the students through the analysis process. The instructor will provide immediate feedback to student responses.
Vocabulary:
SAT vocabulary lists 10,11,12
Homework:
prepare for SAT quiz on Friday. Prepare to finish guided reading session.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify core conflict in a short story and will be able to generate a thesis statement (theme statement) based on said conflict. SAT vocab quiz
Language Objective:
reading: students will participate in guided reading.
Main Activity:
This is a two day exercise. Students will participate in a guided reading session identifying theme and conflict in a short story. The class will analyze the story as a group in a guided reading session (teacher led). SAT Vocab Quiz
Evaluation:
The instructor will ask a series of prompts, guiding the students through the analysis process. The instructor will provide immediate feedback to student responses. SAT vocab quiz
Vocabulary:
SAT vocabulary quiz
Homework:
prepare for Unit Six test…read “Cat in the Rain”
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify key elements of a short story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to annotate a short story.
Students will be able to juxtapose two short stories, using their annotations.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will begin learning how to annotate a work of literature.
Language Objective:
critical reading: students will develop a personalized annotation system for analyzing literature.
Main Activity:
The students, as a class, will read “Enoch and the Gorilla” by Flannery O’Connor. The instructor will annotate the short story as an example.
Evaluation:
The students will annotate a short story as homework.
Vocabulary:
Annotation
Homework:
Annotate Hemingway’s “A clean well lighted place.” Prepare for in class discussion. Prepare for SAT quiz.
Learning Objective:
Students will demonstrate an ability to annotate and discuss a work of literature.
Language Objective:
critical reading: students will develop a personalized annotation system for analyzing literature.
Main Activity:
Students will share their annotations of Hemingway’s “A clean well lighted place.”
Evaluation:
Instructor and peer feedback will be used.
Vocabulary:
Student selected
Homework:
study SAT vocabulary. Prepare for quiz.
Learning Objective:
Students will be able to juxtapose multiple works of literature and identify a key theme.
Language Objective:
critical reading: Students will be able to juxtapose multiple works of literature and identify a key theme
Main Activity:
SAT vocabulary quiz. In a round table format, students will discuss the selection of short stories from the unit and will focus on identifying key themes in common. Students will generate a thesis statement based on their findings.
Evaluation:
peer and instructor review. SAT vocab quiz.
Vocabulary:
N/A
Homework:
read Kris Kristofferson’s “To beat the devil.”
Learning Objective:
Students will be able to read and analyze a work of literature
Language Objective:
reading: students will participate in guided reading
Main Activity:
In a guided reading exercise, students will analyze a work of literature (short story/song). Kris Kristofferson’s “To beat the devil.”
Evaluation:
The class will work as a group (guided reading)
Vocabulary:
word choice, in the story, will be analyzed
Homework:
annotate “To beat the devil.” Annotate “Zero Hour.”
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to make annotations.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to annotate a work of literature.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will develop their own system of annotating.
Language Objective:
Reading: Students will participate in a critical reading exercise.
Main Activity:
Students will participate in a guided reading exercise, annotating a short story. This is a two day session.
Evaluation:
The instructor will evaluate and participate in each session, giving immediate feedback.
Vocabulary:
N/A
Homework:
Study SAT vocabulary, continue writing project, prepare for Unit 7 & 8 exam.
Learning Objective:
Students will develop their own system of annotating.
Language Objective:
Reading: Students will participate in a critical reading exercise.
Main Activity:
Students will participate in a guided reading exercise, annotating a short story. This is a two day session.
Evaluation:
The instructor will evaluate and participate in each session, giving immediate feedback.
Vocabulary:
N/A
Homework:
Study SAT vocabulary, continue writing project, prepare for Unit 7 & 8 exam.
Learning Objective:
Students will generate and analyze a work of literature (creative writing).
Language Objective:
writing: students will write a work of literature (creative writing).
Main Activity:
Students will share their second installment of their writing project. The writing project can be a compilation of genres or a single genre. Students will share their work in a round table format and will annotate the work of their peers.
Evaluation:
Peer feedback will be used.
Vocabulary:
Student selected.
Homework:
Prepare for Unit 7 & 8 Exam.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate a mastery of Unit 7 & 8 course content.
Language Objective:
Reading/writing: students will respond to prompts on a written exam.
Main Activity:
This is an end of unit exam.
Evaluation:
The exam will be graded as an end of unit assessment.
Vocabulary:
All unit 7 & 8 key terms will be used.
Homework:
Begin reading selected poems for American Poetry.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know and identify literary devices and structures of poetry.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to analyze poetry (literary analysis).
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to perform a literary analysis of a poem.
Language Objective:
Reading comprehension (critical reading). Students will use the SIFT method to analyze a poem.
Main Activity:
Students will read and analyze Emily Dickenson’s “Because I could not stop for death.” This will be done in a round table format.
Evaluation:
Students will respond to prompts, asking them to analyze particular aspects of the poem. This is a round table discussion and will be graded based on participation.
Vocabulary:
Symbolism, Imagery, Tone, Theme, Mood, Compression, Structure, Author’s purpose, poetry vs. prose.
Homework:
Read next selected poems by Walt Whitman and Carl Sandburg.
Learning Objective:
Students will be able to perform a literary analysis of a poem.
Language Objective:
Reading comprehension (critical reading). Students will use the SIFT method to analyze a poem.
Main Activity:
Students will read and analyze Walt Whitman’s “O Captain, My Captain” and Carl Sandburgs “They Obey.” This will be done in a round table format.
Evaluation:
Students will respond to prompts, asking them to analyze particular aspects of the poem. This is a round table discussion and will be graded based on participation.
Vocabulary:
Symbolism, Imagery, Tone, Theme, Mood, Compression, Structure, Author’s purpose, poetry vs. prose.
Homework:
Read selected poems by Margaret Atwood and Carl Sandburg.
Learning Objective:
Students will be able to perform a literary analysis of a poem.
Language Objective:
Reading comprehension (critical reading). Students will use the SIFT method to analyze a poem
Main Activity:
Students will read and analyze the poetry of Margaret Atwood and Carl Sandburg. This will be done in a round table format.
Evaluation:
Students will respond to prompts, asking them to analyze particular aspects of the poem. This is a round table discussion and will be graded based on participation.
Vocabulary:
Symbolism, Imagery, Tone, Theme, Mood, Compression, Structure, Author’s purpose, poetry vs. prose
Homework:
Continue reading poetry packet. T.S. Elliot and Robert Frost
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the key elements of poetry.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a literary analysis of a poem.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the key elements and poems of T.S. Elliot.
Language Objective:
Reading: students will analyze poetry by T.S. Elliot.
Main Activity:
In a round table format, students will analyze the poetry of T.S. Elliot. The instructor will provide analysis as well; students will self reflect for understanding.
Evaluation:
After giving their initial responses, students will be responsible for comparing their analysis to that of the instructor (check for understanding).
Vocabulary:
N/A
Homework:
Read selected poems of Robert Frost.
Learning Objective:
Students will know the key elements and poems of Robert Frost.
Language Objective:
Reading: students will analyze poetry by Robert Frost.
Main Activity:
In a round table format, students will analyze the poetry of Robert Frost. The instructor will provide analysis as well; students will self reflect for understanding.
Evaluation:
After giving their initial responses, students will be responsible for comparing their analysis to that of the instructor (check for understanding).
Vocabulary:
N/A
Homework:
Prepare for SAT Vocab Game and Unit 9 review/exam.
Learning Objective:
Through a “game show” review, students will demonstrate mastery of SAT vocabulary and Unit 9 content.
Language Objective:
N/A
Main Activity:
Students will participate (in groups) in a game show. The game focuses on SAT vocabulary and unit 9 content (poetry analysis from selected poems for the unit).
Evaluation:
The instructor will give answers to each question; the students will check for understanding.
Vocabulary:
all unit 9 vocabulary will be used.
Homework:
Prepare for Unit 9 exam.
Learning Objective:
Students will demonstrate mastery of Unit 9 content via a written exam.
Language Objective:
reading: students will respond to prompts/questions on a written exam.
Main Activity:
Unit 9 exam.
Evaluation:
The exam will be graded accordingly.
Vocabulary:
All unit 9 vocabulary will be employed.
Homework:
Begin reading “The House Of The Scorpion” Chapters one and two.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the basic components of a novel.
Students will know how author’s incorporate social issues and political views into novels.
Students will know how authors use conflict in a novel to develop and execute plot.
Students will identify different character types.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to critically analyze a novel: using analytical methods: SIFT, SWIFT, Author’s Purpose, Context.
Students will be able to improve their SAT vocabulary.
Students will be able to generate their own writing project.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
through a writing project, students will be able to apply their acquired writing skills.
Language Objective:
writing: students will add to their semester long writing project.
Main Activity:
Students will have a day to share and work on their semester writing project. The project is 15- 20 pages of their own work: it can be: fiction, non-fiction, bio, auto bio, poetry, short story, narrative, a section of a novel…. Students are encouraged to keep their analytical tools in mind when writing.
Evaluation:
Students will have an opportunity to share their work with their peers (peer feedback).
Vocabulary:
Students will employ vocabulary as part of their own “word choice” in writing.
Homework:
post writing project to online discussion thread; analyze the work of another student.
Learning Objective:
Students will practice their annotation skills via an in class reading session.
Language Objective:
reading: students will annotate a chapter of a science fiction novel.
Main Activity:
Students will begin reading The House of The Scorpion and will annotate the first chapter.
Evaluation:
Students will be given homework points for their annotations.
Vocabulary:
Student identified
Homework:
Read Chapters one and two of The House of The Scorpion.
Learning Objective:
Students will demonstrate an understanding of literary analysis and the elements of a novel via a round table discussion.
Language Objective:
speaking: students will respond to an instructor’s prompts.
Main Activity:
In a round table discussion, students will respond to prompts from Chapters One and Two from The House of The Scorpion.
Evaluation:
Students will be graded on participation.
Vocabulary:
students will be asked to focus on author’s word choice.
Homework:
begin reading/annotating chapter 3. Prepare for SAT vocab quiz.
Learning Objective:
Students will demonstrate an understanding of literary analysis and the elements of a novel via a round table discussion. Students will demonstrate a mastery of SAT vocabulary.
Language Objective:
speaking: students will respond to an instructor’s prompts.
Main Activity:
In a round table discussion, students will respond to prompts from Chapters One and Two from The House of The Scorpion. There will also be a SAT vocabulary quiz.
Evaluation:
Students will be graded on participation. The SAT vocab quiz will be graded.
Vocabulary:
students will be asked to focus on author’s word choice.
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how authors use conflict to develop plot and characters in a novel.
Students will continue working on the semester writing project.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify how authors use conflict to develop plot and characters in a novel.
Students will be able to perform literary analysis of another peers work.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Through guided reading, students will identify how authors use conflict to develop both plot and character.
Language Objective:
reading: students will participate in a guided reading session.
Main Activity:
Students will participate in a guided reading session; the class will analyze chapter 4 and begin chapter 5 of “The House of The Scorpion.” Students will be asked to identify ‘conflict’ and how the author employs conflict to develop their plot and characters.
Evaluation:
he instructor will ask questions and students will be graded on their participation (Round Table Points).
Vocabulary:
Weekly SAT vocabulary will be distributed.
Homework:
begin reading chapter 5.
Learning Objective:
Through guided reading, students will identify how authors use conflict to develop both plot and character.
Language Objective:
reading: students will participate in a guided reading session.
Main Activity:
Students will participate in a guided reading session; the class will analyze chapter 4 and begin chapter 5 of “The House of The Scorpion.” Students will be asked to identify ‘conflict’ and how the author employs conflict to develop their plot and characters.
Evaluation:
the instructor will ask questions and students will be graded on their participation (Round Table Points).
Vocabulary:
Weekly SAT vocabulary will be distributed.
Homework:
Respond to chapter 4 reading questions online.
Learning Objective:
Through guided reading, students will identify how authors use conflict to develop both plot and character.
Language Objective:
reading: students will participate in a guided reading session.
Main Activity:
Students will participate in a guided reading session; the class will analyze chapter 5 and begin chapter 6 of “The House of The Scorpion.” Students will be asked to identify ‘conflict’ and how the author employs conflict to develop their plot and characters.
Evaluation:
the instructor will ask questions and students will be graded on their participation (Round Table Points).
Vocabulary:
Weekly SAT vocabulary will be distributed.
Homework:
Begin reading chapter 6. Prepare for SAT quiz. Respond to chapter 5 online questions.
Learning Objective:
Students will demonstrate a mastery of the elements of literature via a semester long writing project.
Language Objective:
reading/writing: students will produce a work of literature.
Main Activity:
This class time is dedicated to the semester writing project. Students will have an opportunity to both write and offer peer feedback. This is a guided activity. Students will be asked to employ and analyze the key elements of literature.
Evaluation:
during this session, students will be given time to provide peer feedback. The instructor will coach students on what to look for.
Vocabulary:
N/A.
Homework:
Post Peer Feedback Analysis One.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the key elements of a science fiction novel: “The House of The Scorpion”.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to critically analyze and discuss a work of science fiction and how it reflects contemporary society.
Students will be able to use a visual aid as an analytical tool.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Through in a class round table (guided reading) students will identify the key elements of a science fiction novel.
Language Objective:
reading: students will participate in a guided reading exercise.
Main Activity:
The instructor will lead the class through a guided reading exercise (chapter 7). As a class, the novel “The House of The Scorpion” will be critically analyzed.
Evaluation:
The instructor will provide immediate feedback to student responses.
Vocabulary:
Students will identify key examples of “word choice” and advanced vocabulary as we read.
Homework:
Finish reading chapter 7, begin chapter 8. Create visual analysis presentation.
Learning Objective:
By using a visual aid as an analytical tool, students will examine the key theme(s) of a science fiction novel.
Language Objective:
speaking: students will prepare and present a short presentation.
Main Activity:
Students will choose, or create, a symbolic image to use as an analytical tool. Students will use said image in a short presentation as they discuss the main theme(s) of the novel.
Evaluation:
This project will be graded as Unit Project Points.
Vocabulary:
Student Selected.
Homework:
Read Chapter 8.
Learning Objective:
By using a visual aid as an analytical tool, students will examine the key theme(s) of a science fiction novel.
Language Objective:
speaking: students will prepare and present a short presentation.
Main Activity:
Students will choose, or create, a symbolic image to use as an analytical tool. Students will use said image in a short presentation as they discuss the main theme(s) of the novel.
Evaluation:
This project will be graded as Unit Project Points.
Vocabulary:
Student Selected.
Homework:
Homework: Read Chapter 8. Work on wring project. Study next SAT list.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate a mastery of the elements of literature via a semester long writing project.
Language Objective:
reading/writing: students will produce a work of literature.
Main Activity:
This class time is dedicated to the semester writing project. Students will have an opportunity to both write and offer peer feedback. This is a guided activity. Students will be asked to employ and analyze the key elements of literature.
Evaluation:
during this session, students will be given time to provide peer feedback. The instructor will coach students on what to look for.
Vocabulary:
N/A.
Homework:
Post Peer Feedback Number Two
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the post World War II culture in the United States. Students will know the perceived definitions of conformist and phony and how they intersect.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to apply their definitions for phony and conformist to a reading of Holden Caulfield. Students will be able to use performance to look closely at Holden’s meeting with Mr. Spencer and to make judgments about the characters while teasing out an underlying theme of the book.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be introduced to issues of conformity and rebellion in post World War II America. They will analyze the meanings of phony and conformist and grasp the role conformity played in the era of the writing of The Catcher in the Rye.
Language Objective:
Students will analyze the similarities and differences of terms in the English language during a particular era in post war America.
Main Activity:
Students will contribute terms to a Venn Diagram showing the differences and similarities of the terms phony and conformist. Students will develop their own definitions for the terms and contribute synonyms.
Evaluation:
Teacher will check for understanding according to the terms provided by students. If students trail far away from the correct meanings, teacher will steer them back with synonyms and definitions to help with comprehension.
Vocabulary:
phony, conform, imposter, fraud, integrate, adapt, comply.
Homework:
Read chapters one through three in Catcher in the Rye while thinking about ideas of conformity as well as Holden’s definition of phonies as they read.
Learning Objective:
Students will gain a greater understanding of the comprehensiveness and severity of the movement to conform through the viewing of a social engineering film produced in 1947 that was shown at high schools throughout the nation to help students learn to conform and therefore be popular.
Language Objective:
Students will note the terminology used in the film as being dated and emblematic of the urge to conform.
Main Activity:
Students will watch portions of “Shy Guy” and follow up with a discussion of events in the movie.
Evaluation:
Teacher will evaluate for understanding through monitoring the class discussion.
Vocabulary:
conform, phony, imposter, fraud, integrate, sweater
Homework:
Respond to a set of questions that deal with the movie and eventually bring students back to the issues of conformity and phoniness discussed in the Venn Diagram.
Learning Objective:
Students will learn to apply knowledge of the terms conformist and phony to a reading of Holden Caulfield.
Language Objective:
Students will take lines from chapter two’s meeting of Holden and Mr. Spencer and perform them in short skits.
Main Activity:
Students will complete a quick write on the difference between conforming and being a phony. Students will take annotated excerpts from the novel, rewrite applicable non-dialogue portions and use them as scripts to be performed in front of the class.
Evaluation:
A few students will share their quick writes in order to serve as a review from the previous lesson.
Vocabulary:
conformist, phony.
Homework:
Students will complete adaptations of excerpts and prepare staging of their scenes.
Learning Objective:
Students will learn to apply knowledge of the terms conformist and phony to a reading of Holden Caulfield.
Language Objective:
Students will take lines from chapter two’s meeting of Holden and Mr. Spencer and perform them in short skits.
Main Activity:
Students will perform their excerpts of the scene in front of the class. After each performance, the class will vote on whether they considered Holden to be conforming to social norms or acted like the dreaded phony in the skit.
Evaluation:
Students will be asked what they saw as the difference between being a phony and being a conformist. They will also discuss how they identify the differences.
Vocabulary:
conformist, phony
Homework:
Read chapters 4, 5, and 6 and write down the name of a character whom Holden would identify as a fraud, liar, or phony, or someone who is true and/or sincere. Also explain why they believe the character deserves that distinction.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Catcher in the Rye book, internet for Shy Guy film excerpt, excerpts from text for students to create chapter 2 excerpt skit.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to derive subtext from a narrative. Students will know how to chart motifs and find patterns in the literature in order to gain a better understanding of the work.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to find patterns in the references to their motifs and make connections to form such patterns.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to select an offered motif, trace it through the novel, making note of the context of several references, and work together to summarize their findings.
Language Objective:
Students will scan read their texts for examples of their chosen motifs. Students will write about each reference, noting its meaning and how it ties to other references.
Main Activity:
After choosing their motifs, partnered students will trace their motifs through the novel up to chapter 9. Students then write a paragraph or two about any connections found in the references. A list of guiding questions will help them frame their findings.
Evaluation:
Students will share paragraphs with the class.
Vocabulary:
motif
Homework:
Continue answering the guiding questions to help frame their findings.
Learning Objective:
Students will know how to select an offered motif, trace it through the novel, making note of the context of several references, and work together to summarize their findings.
Language Objective:
Students will scan read their texts for examples of their chosen motifs. Students will write about each reference, noting its meaning and how it ties to other references.
Main Activity:
After choosing their motifs, partnered students will trace their motifs through the novel up to chapter 9. Students then write a paragraph or two about any connections found in the references. A list of guiding questions will help them frame their findings.
Evaluation:
Students will share paragraphs with the class.
Vocabulary:
motif
Homework:
Read chapters 10, 11, and 12.
Learning Objective:
Students will express their knowledge, comprehension, and reading retention through a quiz. Students will read motif paragraphs to help them understand the coming essay assignment.
Language Objective:
Students will answer essay questions in writing in order to show their understanding of the novel up to this point in the reading.
Main Activity:
Students will take an essay quiz. Students will receive handout explaining essay assignment along with their paragraphs on motif to help them begin their research.
Evaluation:
Teacher will grade essay quiz and show corrections on quizzes.
Vocabulary:
motif.
Homework:
Review chapter 12 in preparation for next class’s activity.
Learning Objective:
Students will know the experience of creating a tableau vivant in order to gain greater insight into the character of Holden as he changes in chapter 12.
Language Objective:
Students study chapter 12 scene at Ernie’s, use language to direct those students playing characters in the tableau, and listen to the directors during the set up of the tableau.
Main Activity:
After viewing a report on the Pageant of the Masters from Laguna Beach, Calif, students will create their own tableau vivant of the scene at Ernie’s.
Evaluation:
Students will evaluate themselves on how the scene turns out and as they view the photo of the tableau.
Vocabulary:
tableau vivant.
Homework:
Read chapters 13, 14, and 15.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Quiz, guiding resources for motifs, internet for Pageant of the Masters, YouTube for Billie Holiday music, cell phone to take photo of tableau vivant.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the balance between the two scenes of Holden interacting with Sunny, the prostitute and his experience with the nuns in the coffee shop. As Holden reaches out to make connections with other people in both scenes, he will find failure and students will understand what is behind the action for both scenes. Students will know of the historical significance of Catcher in the Rye as a heavily censored novel traditionally and even currently.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare the two interactions and find differences and similarities in Holden’s actions in both scenes. Students will be able to identify key elements, sentences, actions, and interactions which impact Holden in relation to his confusion and alienation. Students will be able to pair up and write a concise summarizing paragraph for chapter 16 in Holden’s first person narrative style.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to compare the interactions of Holden with Sunny and the two nuns through research, answering questions, and creating a Venn Diagram in pairs.
Language Objective:
Students participate in a class discussion reviewing the events of the two chapters concerning Sunny and the nuns. Students re-read the chapters, answer questions and share responses to create the Venn Diagram.
Main Activity:
Following a class discussion on the readings, students in pairs compare and contrast Holden’s interactions with Sunny and the nuns. One student does a close reading of the scene with Sunny while the other student reads the scene with the nuns. Each will fill out the question worksheets on their own. Then the two students will work together to complete the Venn Diagram.
Evaluation:
Teacher facilitates discussion of the reading by presenting introductory questions and then confirms understanding of the events while adding details important to the reading.
Vocabulary:
compare, contrast, alienation, Venn diagram.
Homework:
Complete the question worksheets and begin discussion with partner to help complete Venn Diagram.
Learning Objective:
Students will know how to compare the interactions of Holden with Sunny and the two nuns through research, answering questions, and creating a Venn Diagram in pairs.
Language Objective:
Students participate in a class discussion reviewing the events of the two chapters concerning Sunny and the nuns. Students re-read the chapters, answer questions and share responses to create the Venn Diagram.
Main Activity:
Students work together to complete a Venn Diagram exploring the differences and similarities of Holden’s behavior with Sunny and the nuns.
Evaluation:
Teacher will survey the pairs for their responses and will complete a large Venn Diagram on the board utilizing students” answers. Students discuss Holden’s actions and teacher ensures they make a conclusion about Holden’s ability to connect with people.
Vocabulary:
compare, contrast, alienation, Venn diagram
Homework:
Read chapter 16.
Learning Objective:
Students will use their knowledge of Holden to identify and record key elements of chapter 16. Students will use self-selected excerpts to construct a well-edited, information-dense paragraph that sums up the chapter written in Holden’s first-person narrative style.
Language Objective:
Students in pairs re-read chapter 16, identifying key elements, sentences, actions, and interactions that impact Holden in relation to his confusion and alienation. Students speak and listen concerning the examples they have found, then work as a pair to write a summarizing paragraph.
Main Activity:
Students read the chapter while taking notes. Students work together to write a summarizing paragraph.
Evaluation:
Paragraphs will be evaluated by teacher for creative editing techniques, mention of key plot/theme elements, a strong sense of a unifying idea or theme, and maintained first person narrative writing style.
Vocabulary:
first person narrative style, censorship.
Homework:
complete note taking for chapter 16 and begin writing summary paragraph.
Learning Objective:
Students will use their knowledge of Holden to identify and record key elements of chapter 16. Students will use self-selected excerpts to construct a well-edited, information-dense paragraph that sums up the chapter written in Holden’s first-person narrative style. Students will know about the issue of censorship with novels.
Language Objective:
Students in pairs re-read chapter 16, identifying key elements, sentences, actions, and interactions that impact Holden in relation to his confusion and alienation. Students speak and listen concerning the examples they have found, then work as a pair to write a summarizing paragraph.
Main Activity:
Students read the chapter while taking notes. Students work together to write a summarizing paragraph. Students learn about censorship and banning of the novel over the years.
Evaluation:
Paragraphs will be evaluated by teacher for creative editing techniques, mention of key plot/theme elements, a strong sense of a unifying idea or theme, and maintained first person narrative writing style.
Vocabulary:
censorship.
Homework:
Read chapters 17,18, and 19. Begin research on censorship issue with the novel and other novels.
Learning Objective:
No class due to block schedule
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Novel, internet for research on censorship.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know of the power and influence maintained by the expectations of society in the post World War II era. Students will understand the value placed upon the role of the nuclear family. They will understand the expectations for marriage, family, conformity, and what was considered the productive way to continued success in the United States. They will know an example of poetry from the beat generation that was a part of the struggle to maintain selfhood while meeting the expectations of society.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to create a found poem from Holden’s words and thoughts as presented in chapters 17-19 as he muses about marriage and his desire to be with Sally. Students will be able to understand what Holden is going through as his sister Phoebe expresses disappointment in him. Students will be able to use lines from the dialogue to perform in front of the class and help students understand that Holden misinterpreted the Robert Burns poem and that she’d like him to find happiness in normalcy, and to conform.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the priority of conformity as a key to maintaining a stable nation in the years following WWII and into the Cold War.
Language Objective:
Students will listen to a lecture about society following WW II. Students will read excerpts from Corso’s poem Marriage. They will write their own found poems taken from the chapters read in Catcher in the Rye.
Main Activity:
Following a lecture on the state of affairs for citizens following WW II, students will read Corso’s poem and discuss it. Students will in pairs write a found poem using chapters 17-19 to express Holden’s thoughts about marrying and running away with Sally.
Evaluation:
Students will share their poems and teacher will collect them for display.
Vocabulary:
found poem
Homework:
complete a re-reading of the poem and continue collecting words, phrases and sentences for the found poem.
Learning Objective:
Students will know the priority of conformity as a key to maintaining a stable nation in the years following WWII and into the Cold War.
Language Objective:
Students will read excerpts from Corso’s poem Marriage. They will write their own found poems taken from the chapters read in Catcher in the Rye.
Main Activity:
Students will in pairs write a found poem using chapters 17-19 to express Holden’s thoughts about marrying and running away with Sally. Students will read their found poems to the class.
Evaluation:
Students will read their poems to the class. Teacher will add ideas to discussion if any main points are missed.
Vocabulary:
found poem. Vocabulary straight from the chapters used for the poem.
Homework:
Read chapters 20-22.
Learning Objective:
Through the dialogue in chapter 22, students will finally analyze the relationship of Holden and Phoebe. They will know the expectations of Holden for Phoebe and the reaction of Phoebe to her brother’s latest failure.
Language Objective:
Students will read the chapter focusing on Holden and Phoebe. They will in pairs discuss the narrative and choose dialogue from the chapter to perform in front of the class. Other students will listen to the dialogues and discuss what conclusions can be made by watching the reading.
Main Activity:
Students read chapter 22, then pair up and find dialogue between Holden and Phoebe to incorporate into a performance in front of the class. This is followed up by a discussion about what Holden is searching for in Phoebe and how she responds to her brother
Evaluation:
Through questions and discussions, teacher will evaluate student understanding of the chapter and the focus. Teacher steers discussion with questions if any main points are missed.
Vocabulary:
vocabulary from the Burns poem discussed.
Homework:
Students think about Phoebe and whether she is a phony.
Learning Objective:
Through the dialogue in chapter 22, students will finally analyze the relationship of Holden and Phoebe. They will know the expectations of Holden for Phoebe and the reaction of Phoebe to her brother’s latest failure. Students read Robert Burns’ poem and discuss. Students will discuss personal experiences with misinterpretation of art, people, and situations.
Language Objective:
Students will in pairs discuss the narrative and choose dialogue from the chapter to perform in front of the class. Other students will listen to the dialogues and discuss what conclusions can be made by watching the reading. Students will read Burns’ poem and discuss.
Main Activity:
Students continue preparation of their performances, perform, and then discuss the dialogues and their significance. Students read Burns’ poem and discuss the significance.
Evaluation:
Teacher checks for understanding throughout the performances and discussions.
Vocabulary:
Vocabulary taken from chapters and from Burns’ poem.
Homework:
Complete reading of novel. Write down one question about the story that one feels remains unanswered.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Novel, Corso poem, Burns poem
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what Holden is looking for from different people in the novel such as Mr. Antolini, the nuns, Sally, and Phoebe. Students will know what other students thought of when they wrote down the unanswered questions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to discuss and answer for what was holden searching during his madman weekend in New York. Students will be able to pull the whole novel together by analyzing the Stekel quote comparing the mark of an immature man with that of a mature man. Students will be able to discuss Holden’s final words and interpret them for the class.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students in a round-robin fashion will pose a question that remains unanswered for each student. These questions will serve as topics for group exploration and discussion.
Language Objective:
Students will speak to the class in discussion about questions they still have and how students respond to such questions.
Main Activity:
Students sit in a circle and present their questions. Students respond to each other’s questions.
Evaluation:
Teacher acts as referee to keep things moving.
Vocabulary:
Vocabulary is particular to the questions presented by the students.
Homework:
Review the novel and notes in preparation for the exam.
Learning Objective:
Students will evaluate the Stekel quote, stating what they think it means, what it means to live humbly, whether it contains a message about conforming, and what Holden’s final words mean.
Language Objective:
Students read the quote and then think about the quote. They will discuss their thoughts on it and speak of them as a group.
Main Activity:
Students ponder the Stekel quote and discuss the meaning of it as well as how it pertains to the novel.
Evaluation:
Teacher facilitates discussion and ensures the main ideas are covered.
Vocabulary:
Vocabulary presented by students is explained if issues arise.
Homework:
Study for exam.
Learning Objective:
Students will continue with their exam preparation by taking time to research and organize their findings for the essay concerning the motif of their choice from the novel.
Language Objective:
Students will read excerpts from the novel and discuss any questions with classmates.
Main Activity:
Students review their notes on the motif of their choice and evidence from throughout the reading.
Evaluation:
Any questions from the students are answered by the teacher.
Vocabulary:
Any vocabulary is novel and student generated.
Homework:
Study for the exam.
Learning Objective:
Students will be given the opportunity to tie all the ideas together from the novel in the final exam.
Language Objective:
Students will read the exam and write their essay answers.
Main Activity:
Students take their final exam on the novel.
Evaluation:
Teacher grades the essay exams and returns them to the students to check and ask follow up questions.
Vocabulary:
Vocabulary is taken from the novel and integrated into the questions on the exam.
Homework:
Students continue with research on banned books as well as their organizing of thoughts on motif.
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Novel, exam, internet for research on banned books.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to trace a motif from the novel throughout the reading and relate that motif to the plot, themes, and its impact on characters throughout the novel. Students will know the history of censorship in literature in general and especially the experience of Catcher in the Rye and various attempts to keep this novel out of the hands of school age children.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to create a thesis and argue that thesis in an essay that uses specific references to the novel as well as the student’s conclusions based on research to demonstrate the significance of a chosen motif from the novel. Students will be able to draw on their research to complete a presentation focusing on the issue of censorship with Catcher in the Rye and connect it to censorship issues with a second artistic work of their choosing.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will focus on tracing their chosen motif from the novel and focus on finding evidence in the book to strengthen their conclusion on the effects of the motif on the characters, plot, and theme of the novel.
Language Objective:
Students read the novel as they research for examples of their chosen motif and evaluate how the motif plays a role in the novel. Students hold a conference with their partners to share found evidence and discuss the importance of such evidence. Students write about their conclusions as they prepare their essays.
Main Activity:
Students continue with their re-reading and research as they work towards the writing of their essay. Students meet with their earlier partners to discuss findings and propose ideas.
Evaluation:
Teacher checks for progress amongst the students.
Vocabulary:
motif, vocabulary from the novel
Homework:
Continue with your research and writing.
Learning Objective:
Students will focus on tracing their chosen motif from the novel and focus on finding evidence in the book to strengthen their conclusion on the effects of the motif on the characters, plot, and theme of the novel.
Language Objective:
Students read the novel as they research for examples of their chosen motif and evaluate how the motif plays a role in the novel. Students hold a conference with their partners to share found evidence and discuss the importance of such evidence. Students write about their conclusions as they prepare their essays.
Main Activity:
Students continue with their re-reading and research as they work towards the writing of their essay. Students meet with their earlier partners to discuss findings and propose ideas.
Evaluation:
Teacher checks for progress amongst the students.
Vocabulary:
motif, vocabulary from the novel
Homework:
Continue with your research and writing.
Learning Objective:
Students will focus on tracing their chosen motif from the novel and focus on finding evidence in the book to strengthen their conclusion on the effects of the motif on the characters, plot, and theme of the novel.
Language Objective:
Students read the novel as they research for examples of their chosen motif and evaluate how the motif plays a role in the novel. Students hold a conference with their partners to share found evidence and discuss the importance of such evidence. Students write about their conclusions as they prepare their essays.
Main Activity:
Students continue with their re-reading and research as they work towards the writing of their essay. Students meet with their earlier partners to discuss findings and propose ideas.
Evaluation:
Teacher checks for progress amongst the students.
Vocabulary:
motif, vocabulary from the novel
Homework:
Complete your motif essay for tomorrow.
Learning Objective:
Students will draw on their research to complete a presentation focusing on the issue of censorship with Catcher in the Rye and connect it to censorship issues with a second artistic work of their choosing.
Language Objective:
Students will read about censorship, share with classmates by speaking about the issue, and write a presentation to be shared with the class.
Main Activity:
Students will continue their research in preparation for their presentations.
Evaluation:
Teacher will encourage students and help with any questions students have.
Vocabulary:
Vocabulary will be dependent upon the readings chosen by students.
Homework:
Continue reading and working on presentation.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Novel, internet for researching censorship and other work of art that has been involved in censorship
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the censorship of books, focusing on the Catcher in the Rye and expanding it to another work of fiction or other art.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to exhibit an understanding of the effect of censorship from the 1950’s to today. Students will understand the motivation for it and the results of it.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will continue with their research on the issue of censorship.
Language Objective:
Students will read the New York Times article, “In a Small Town, A Battle over a Book.” Students will discuss the reading and the implications of such censorship. Students will watch Farenheit 451 and discuss the implications.
Main Activity:
Students read about censorship. Students view Farenheit 451. Students draw conclusions about censorship.
Evaluation:
Teacher checks for understanding.
Vocabulary:
censorship
Homework:
Complete presentation work for tomorrow.
Learning Objective:
Students will exhibit their knowledge of censorship and its effects with their completed presentations.
Language Objective:
Students will speak to the class while presenting their findings about censorship. Students will listen and take notes about censorship in the arts.
Main Activity:
Students give their presentations about censorship to the class. They focus on Catcher in the Rye and connect the censorship issue to another work of art.
Evaluation:
Teacher will grade presentations.
Vocabulary:
Vocabulary taken from texts and articles
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Novel, censorship articles from internet, Farenheit 451 video
State of Minnesota Standards Covered
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